Master of Public Health

Health Promotion for Public Health II

Module Guide

School of Public HealthUniversity of the Western Cape

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductioni

Health Promotion for Public Health II UWC Module Registration Number: SPH715First published: 2013

Module Conceptualisation: Dr Ruth Stern, School of Public Health, UWC; Professor Sylvia Tilford, Honorary Professor SOPH, UWC; Ms Nandipha Matshanda, SOPH, UWC; Dr Kirstie Rendall-Mkosi, University of Pretoria

Materials developers: Ms Nandipha Matshanda, SOPH, UWC and Ms Jenny Birkett,

Writing Team: Dr Ruth Stern, SOPH, UWC; Professor Sylvia Tilford, Honorary Professor, SOPH, UWC.

Reviewers/editors: Ms Jenny Birkett, independent consultant; Ms Nandipha Matshanda, SOPH, UWC

Acknowledgements:The writers wish to acknowledge the contribution of the following people for providing assistance in the development of the module.

First and foremost, our thanks to Dr Kirstie Rendall-Mkosi (University of Pretoria and formerly at the School of Public Health), who was co-author of an earlier version of the module. We also gratefully acknowledge the assistance of the School of Health and Community Care, Leeds Metropolitan University who were instrumental in the initial conception of the module, and the Faculty of Applied Social Sciences at London Metropolitan University for subsequent ideas and suggestions. Thanks also to Ms Lucy Alexander and Ms Nandipha Matshanda of SOPH for their guidance in the development of the module. Copyright © 2013, SOPH School of Public Health, UWC.

License:

Except where otherwise noted, this work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License [http://creativecommons.org/licenses/by-nc/4.0/]

Your use of this material constitutes acceptance of the above license and the conditions of use of materials on this site. Use of these materials is permitted only in accordance with license rights granted. Material is provided “AS IS”; no representations or warranties are provided. Users assume all responsibility for use, and all liability related thereto, and must independently review all materials for accuracy. The module may contain materials owned by others, all of which are acknowledged. The user is responsible for obtaining permissions for use from third parties as neededReadings: Reading material is listed at the end of the Module Introduction. They were compiled for registered students in one or two Readers. Copyright permission was sought and paid for per reading per student annually. Readings are not included but their sources are indicated in the Module Guide.Credit value of module: 15 (150 notional learning hours).Study Materials for this module: Module Guide & Module Reader and DVDTarget group: Health and allied health and welfare professionals with a four or more year degree (MPH)

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionii

Course delivery: This module was offered as a distance learning module with optional contact sessions.

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductioniii

CONTENTS

UNIT TITLE Page

I MODULE INTRODUCTION Iii

1 LETTER OF WELCOME Iii

2 INFORMATION ABOUT THIS MODULE V

2.1 Acknowledgements v

2.2 Module Aims and Rationale v

2.3 Module Outline v

2.4 Module Outcomes vi

2.5 Readings vii

2.6 Module Evaluation viii

3 ASSESSMENT viii

3.1 Information About Assessment viii

3.2 Submitting Assignments viii

3.3 Assessment Deadlines ix

3.4 Draft Assignments ix

3.5 Assignments x

3.6 Assignment Cover Sheet xvi

4 DEVELOPING A WORKPLAN xvii

5 STRATEGIES TO HELP YOU AS A DISTANCE LEARNING STUDENT

xvii

LIST OF READINGS xxi

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductioni

II STUDY SESSIONS xxiv

UNIT 1 Overview of Health Promotion 1

Study Session 1

A context for Health Promotion 3

Study Session 2

Global strategies for Health Promotion 17

Study Session 3

Current Reflections about Health Promotion 33

UNIT 2 Health Promotion in Practice: Working with the Ottawa Charter

41

Study Session 1

Roles and Competencies of a Health Promoter 43

Study Session 2

The Ottawa Charter Action Areas 49

UNIT 3 Planning in Health Promotion 57

Study Session 1

Planning a Health Promotion Intervention 61

Study Session 2

Issues in Evaluation and Participatory Planning 69

UNIT 4 Methods and Approaches: Targeting Individuals and Communities

81

Study Session 1

How People Make Decisions about their Health and How Behaviours can be Changed

83

Study Session 2

Approaches and Methods for Implementing Health Promotion Interventions

99

UNIT 5 Working together for Health 109

Study Session 1

Intersectoral Collaboration 111

Study Session 2

Adopting a Settings Approach 121

UNIT 6 Values and Challenges in Health Promotion 129

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionii

I MODULE INTRODUCTION

1 LETTER OF WELCOME

Dear colleague

Welcome to the Health Promotion for Public Health II Module. This module was created to help prepare individuals in the fields of health and welfare to gain an understanding of the concepts and practice of Health Promotion. We hope that you will find the materials relevant to your work situation and useful in developing your skills as a health promoter.

Health Promotion is an important skill area for Public Health professionals. This module thus forms one of the core modules for the Masters in Public Health. The module covers six main areas, aimed at providing you with an insight into the concepts, approaches, planning, implementation, and evaluation of Health Promotion programmes. It also builds on concepts developed in earlier modules, such as the concepts of health.

Unlike Comprehensive Primary Health Care, Health Promotion does not focus on the health care. It can include elements of prevention, but its main focus is on positive health, rather than disease prevention, as in the bottom right hand quadrant.

Primarily Individual Focused Primarily Population Focused

A rehabilitative approach emphasizes restoring people with an acute or chronic illness to a state of improved health, e.g. exercises to improve chronic back pain or nutrition rehabilitation after a severe childhood illness, or in the case of TB, both medical and social rehabilitation may be required.

A preventive approach emphasizes preventing or avoiding sickness in individuals and populations, e.g through vaccinations, malaria tablets, sleeping nets to protect against mosquitoes, health education and immunization programmes.

A curative approach is a health care approach which emphasizes the treatment of the biological and psychological causes and symptoms of disease through the use of medicine and other therapies

A promotive approach addresses the basic social, economic and political causes of ill-health through advocacy and lobbying of government and policymakers, e.g to ban smoking in public places; it also includes intersectoral interventions directed at households or communities to improve water

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductioniii

supply, sanitation, housing, etc.

Unit 1provides a context to Health Promotion, including an introduction to what is meant by Health Promotion, the importance of addressing the determinants that impact on our health, and equity in Health Promotion programmes. Unit 2 focuses on the Ottawa Charter, still seen as the most important guiding document for Health Promotion. Unit 3 tackles dilemmas in Health Promotion and explores an example of a planning process. It also examines evaluation, an integral part of the planning of any programme. Unit 4 looks at models, approaches and methods that can be used at an individual and community level, and how they are applied. Unit 5 then focuses on approaches that adopt a collaborative approach, that is, those that are used for addressing the wider determinants of health. The final unit, Unit 6, looks at some of the challenges in Health Promotion, including using an evidence base, and it concludes by returning to some of the values inherent in Health Promotion. The module uses a case as a tool for learning, and whilst it may not match everybody’s experience, it serves as a common scenario for the assignment.

Finding your way around the Module Introduction

The introductory pages which follow provide you with an overview of the module, its outcomes, assignments as well as the sources from which you can expect support and assistance. Take the time to look through this section before you begin studying – taking particular note of the assignments and their requirements.

Contact Information

All the contact information that you may need is contained in the Programme Handbook. If your contact details have changed in any way, please send the Contact Details Update Form to the Student Administrator and the University Administration straight away. See Programme Handbook.

Assessment

This module will be assessed through two assignments which test your understanding of the study materials and your ability to apply this understanding to a Health Promotion context.

Our details are below if you wish to contact us.We hope you enjoy your studies. Best wishes,(Module Convenor

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductioniv

2 INFORMATION ABOUT THIS MODULE

2.1 AcknowledgementsThe writers wish to acknowledge the contribution of the following people for providing assistance in the development of the module.

First and foremost, our thanks to Dr Kirstie Rendall-Mkosi (University of Pretoria and formerly at the School of Public Health), who was co-author of an earlier version of the module. We also gratefully acknowledge the assistance of the School of Health and Community Care, Leeds Metropolitan University who were instrumental in the initial conception of the module, and the Faculty of Applied Social Sciences at London Metropolitan University for subsequent ideas and suggestions. Thanks also to Lucy Alexander and Nandipha Matshanda of SOPH for their guidance in the development of the module.

2.2 Module Aims and Rationale

This module was developed in recognition of the importance of promoting good health in its broadest interpretation, rather than just tackling ill health. Health Promotion is a relatively new field that draws on a number of disciplines. In particular it has drawn on the World Health Organisation’s definition of health as a state of physical, social and emotional well-being, and not just the absence of disease or infirmity. The module therefore aims to provide students with an understanding of this evolution, and the different approaches and models that inform its practice. In so doing, it aims to enhance the health worker’s ability to develop and manage Health Promotion initiatives at a district level.

The approach is practical, requiring students to relate information to their own context and reflect on their own experiences as they work through the module.

2.3 Module Outline

This module consists of six units each divided into a number of Study Sessions. Most of the Study Sessions require you to read a number of texts from the Readers. You will be referred to them in the course of the Study Sessions.

In addition, you are expected to work through the Tasks which are integrated across the Study Sessions. Sessions vary in length and could take between one and five hours to complete.

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionv

The Units and Sessions in this module are as follows:

Unit 1 Overview of Health PromotionStudy Session 1 A Context for Health PromotionStudy Session 2 Global Strategies for Health PromotionStudy Session 3 Current Reflections about Health Promotion

Unit 2 Health Promotion in Practice: Working with the Ottawa CharterStudy Session 1 Roles and Competencies of a Health PromoterStudy Session 2 The Ottawa Charter Action Areas

Unit 3 Planning in Health Promotion Study Session 1 Planning a Health Promotion InterventionStudy Session 2 Issues in Evaluating and Participatory Planning

Unit 4 Methods and Approaches: Targeting Individuals and CommunitiesStudy Session 1 How People Make Decisions about their Health and How Behaviours can be changed Study Session 2 Approaches and Methods for Implementing Health Promotion Interventions

Unit 5 Working Together for HealthStudy Session 1 Intersectoral CollaborationStudy Session 2 Adopting a Settings Approach

Unit 6 Values and Challenges in Health Promotion(Only one session)

2.4 Learning Outcomes

By the end of this module, you should be able to:

Demonstrate critical awareness of the current debates and dilemmas in Health Promotion.

Demonstrate the importance of addressing the determinants of health and equity in health promotion interventions

Describe importance of, as well as constraints to collaborative approaches in Health Promotion

Demonstrate familiarity with the main theoretical approaches SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introduction

vi

used in Health Promotion, and awareness of their strengths and limitations.

Demonstrate the ability to plan, implement and evaluate a Health Promotion programme.

Apply Health Promotion and planning knowledge to a relevant health promotion issue

2.5 ReadingsThe Module Guide refers you to a number of readings. Some are more detailed than others, in order to cater for different levels of knowledge and interest. Some repeat themes, which is inevitable when using texts from a range of sources. We have also given the same reading for different purposes in some instances. We therefore advise that you use the readings selectively, judging what is useful for you. This, at times, will involve being selective about the depth at which you can complete the Tasks. Please use your judgement for this too, but make sure that your reading prepares you for completing your assignments – it will not be enough to give only your opinions.

The Readings are listed at the start of the Study Session, and you are directed to them as you work through the Session. Boxes like the one below mean the reading is in the hard copy Reader and are core to the module. The Reader is indexed alphabetically. As a Masters student, you should read them, and more!

ReadingWHO. (Spring 1991) A Call for Action: Promoting Health in Developing Countries. Health Education Quarterly, 18(1).

IN ADDITION, YOU HAVE BEEN GIVEN A DVD. THIS CONTAINS SUPPLEMENTARY TEACHING RESOURCES TO WHICH YOU WILL BE GUIDED. AS YOU WORK THROUGH THE MODULE GUIDE, YOU WILL BE DIRECTED TO THEM. THEY ARE FREELY AVAILABLE FROM THE INTERNET, BUT WE HAVE SAVED THEM ONTO THE DVD BECAUSE IT TAKES TIME TO DOWNLOAD THEM AND THEREFORE EXPENSE. SOME OF THE DVD RESOURCES ARE NEEDED FOR TASKS, OTHERS MAY BE HELPFUL FOR YOUR ASSIGNMENTS. YOU’LL SEE A BOX LIKE THIS WHEN YOU ARE BEING DIRECTED TO THE DVD.

DVD ResourceSanders et al (2008). What is needed for Health Promotion in Africa: band-aid, live-aid or real change?

Thirdly, there are a few things you will have to look at on the Internet which are indicated by boxes like the one below. There is a great deal of material available to you; one has to be selective.

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionvii

Internet ResourceYou can access this from the link below. How Social, Political Economic Policies Affect Health [Online], Available: http://www.youtube.com/watch?v=LdoGi7IyQ2Q&feature=related [Downloaded: 26.9.12].

2.6 Module Evaluation

You will be asked by the Module Convenor to evaluate this module once you have completed it. Please let us know how you find it as this will help us to improve the module for future students.

3 ASSESSMENT

There is further information about assessment in the SOPH Programme Handbook. Please refer to it before submitting your assignment.

3.1 Information about Assessment

There are TWO compulsory assignments in the module. You must submit both, on deadline. You will receive assignment deadlines from the SOPH Student Administrator; consider it your responsibility to ensure that you know the deadlines when the semester starts.

The modules are weighted as follows:Assignment 1: 40%Assignment 2: 60%

To pass the module: You are required to pass both assignments with a minimum of 50%. You must have a minimum aggregate of 50% or more for the module. If you get below 50% in Assignment 1, you may repeat it once only. Your

repeat Assignment 1 cannot be awarded more than 50%. If you do not pass it second time around, you cannot proceed to Assignment

2 and must repeat the module. If you do not achieve 50% in Assignment 2, you repeat the entire module the

following year.

3.2 Submitting Assignments

These guidelines must be followed exactly every time you submit an assignment. Getting this wrong wastes our time, and we WILL return the assignment to you to correct.

Read the SOPH Programme Handbook before submitting, to make sure you have followed the SOPH’s instructions for submission of

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionviii

NOTE:ALL

STUDENTS

assignments.

There is crucial information regarding referencing and plagiarism in the Academic Handbook, Section 5.3. You may send assignments by email, fax or post. (Email and fax save time).

Keep a copy of everything you send. If you post, use fast mail or courier. Send assignments to the Student Administrators, not the lecturer. When you submit your assignment, you will receive acknowledgement that it

has been received. If you don’t, check that it has been received. Type your assignment on A4 paper, in 1,5 line spacing, in 12 pt Times New

Roman, and leave normal margins for the lecturer’s comments. Handwritten assignments will not be accepted. Keep to the recommended length. Excessively long assignments may be

penalised. Number ALL pages. Include the Assignment Cover Sheet (completed fully) as the first page of

the assignment, i.e. the cover sheet and the assignment must be one document.

Always put your name on every file you send, and label the file correctly, using these instructions as a guideline if submitting by e-mail:

Your Name (Surname, Initial) e.g. Mambwe R Module abbreviation (see Programme Handbook for Core

module abbreviations). Use CAPITALS, e.g. HP for PH II Assignment number, e.g. 1 or 2, and Draft or Final The year, i.e. 2013

e.g. Mambwe R, HP for PHII Assn 1 Final 2013 or Mambwe R, HP for PHII Assn 1 Draft 2013

3.3 Assignment Deadlines

Assignments must be submitted by the due date, preferably by e-mail, but fax or post are accepted if dated on or before the due date.

You will receive assignment deadlines from the Student Administrator once you have selected your modules.

PLEASE NOTE: Late submission of assignments will impact on the time you have available for the next assignment, disrupt your lecturers’ schedules and could result in late submission of marks to the UWC marks administration system; should that happen, you will have to repeat the entire module. It’s therefore in your interests to manage your time as effectively as possible. Section 4 in this Module Introduction offers some general guidance and a blank work plan for you to make a schedule for the semester. Should you require more guidance, take a look at the Time Management input in the SOPH Academic Handbook.

Assignment Extensions Under special circumstances, extensions may be granted. Even so, the extension will not normally be longer than two weeks. To request an extension, contact the Student Administrator (not the Module Convenor) as soon as a

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionix

problem arises. No extensions will be given for Draft Assignments, and no late assignments will be accepted in Semester 2.

3.4 Draft Assignments: Please read this section carefully

Lecturers will give you valuable feedback on your assignment if you send a draft. However, Drafts will ONLY be reviewed if they are received TWO OR MORE weeks before the final submission date; no extensions will be given for drafts; assignments received less than two weeks before the final assignment submission date will be taken to be the final assignment.

IMPORTANT:

The following section contains the assignments for the module. Please read the questions and instructions carefully. Contact the Module Convenor if you are unclear about what you must do. There is important information about assessment in the SOPH Programme Handbook. Be sure to refer it before submitting your assignment.

3.5 ASSIGNMENTS FOR HEALTH PROMOTION FOR PUBLIC HEALTH II

ASSIGNMENT 1: THEORETICAL APPROACHES TO HEALTH PROMOTION

(40% of final mark) Word limit: 2 000 words

This first assignment tests your understanding of the nature of Health Promotion and some of the theoretical approaches that are adopted. It is in three parts, which require you to have studied Units 1 and 2. All three parts must be answered.

a. Describe and discuss the main features of Health Promotion. Draw on the task devised by Ewles and Simnett (1999) in Unit 1 Session 1, Section 6; the definitions of Health Promotion, in Unit 1, Session 2, section 4; the Ottawa Charter (1986) in Units 1 and 2; and the Bangkok Charter (2005) in Unit 1.

b. Imagine you are developing a programme to promote a reduction in alcohol (a sensible drinking programme). Using the model by Beattie (Unit 1, Session 2, section 4.3) suggest three to five activities that you would undertake in each quadrant, explaining why you think they would be useful.

c. Critically reflect on how the activities you suggested in (b) relate to the features of Health Promotion you described in (a). Are there aspects that you think health promotion should include that you were not able to incorporate

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionx

using the model by Beattie? If so, can you suggest what they are, and how you would address them?

Use the following assessment criteria to clarify how the assignment will be marked and where to lay the emphasis:

 Marking criteria and mark allocation for Assignment 1

i) Evidence of understanding of theoretical concepts 10

ii) Evidence of applying these concepts to address a specific topic, i.e. sensible drinking

10

iii) Critical analysis of the strengths and limitations of Health Promotion in general and the model by Beattie in particular

15

iv) Academic rigour, including references 5

Total 40

ASSIGNMENT 2: HEALTH PROMOTION PLAN, TARGETING DIARRHOEA IN THE MFULA DISTRICT

(60% of final mark) Word limit: 5 000 words

The second assignment looks at your ability to operationalise Health Promotion theory and concepts. You need to have completed all six units of this Module to undertake it. It is based on the case study of Nomhle, Health Promotion Manager in Mfula District. It tests your ability to draw on the theory covered in the module, including but not exclusively the theories discussed in Assignment 1, and to apply your learning as well as your experience to conceptualise a Health Promotion intervention.

In the accompanying Reader, and in the course of this module, you will be presented with a case of Nomhle, who has been newly appointed to the position of Health Promotion Manager in the district of Mfula. Assignment 2 is based on this case.

We urge you to prepare the assignment as you work through the sessions. The section below - Assignment Preparation - advises you in how you might do this. The Instructions provide detailed guidance about how to go about it. Assignment Preparation

Use the assignment preparation opportunities embedded throughout the Module Guide as “Assignment Preparation Tasks” (highlighted by the symbol A ). These will help you prepare for this assignment as you work through your study sessions, and will form the building blocks for your Health Promotion plan.  

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionxi

We suggest you keep an Assignment Notebook, to help you engage with the Study Sessions and to prepare for the assignment with the readings still fresh in your mind. Your notebook will probably not contain a lot of detail - it is for your use. You do not need to submit the notebook and there are no marks for it.

Below is the assignment.

InstructionsImagine you are Nomhle and you have been asked to develop a plan for a programme to address the high rate of diarrhoea among children in Mfula District, which you will present to the District Manager and the heads of other sectors in the district. The plan will be a written document that explains the choices you have made in detail. You will also need to give a short description of the process you undertook to come up with this plan, that is, the basis for your decisions, or a motivation. You will have flexibility in how you develop the plan, but it must have the Ottawa Charter as its framework. (There are marks allocated for the use of the Ottawa Charter.)

The plan will cover one year, but to be effective, your plan should demonstrate that it is sustainable if it is to be effective.

In the proposal include information using the following sub-headings: Introduction: which will set the scene for the proposal, outlining why it is a

concern, and the approach that will be taken to address it; Context:

o Information about the context gained by using the information from the situational analysis in the case study, and by your understanding of the determinants of health. (Do not just reproduce the information from the case study. Draw on it and adapt it to make your argument);

o Evidence showing that you have researched and understood the issues about and severity of diarrhoea in communities like this one;

o Evidence that you are relating the condition to an urban situation. You can review the urbanization section of the Population Health and Development II module;

Vision for the plan ; Motivation : for the choices you have made for the programme. This should

include the determinants of health in the Mfula District, the complexity of stakeholders Nomhle will have to respond to, (i.e. managers and communities), as well as the theories you have studied;

Aims and Objectives of your one year Health Promotion Plan – it is best to use the Ottawa Charter action areas for your objectives;

Theoretical underpinnings of your selected approach – in brief. This is not a theoretical paper, so this is to provide justification for your choice, not to give an in depth theoretical description or analysis;

Advocacy Strategy : Explanation of how you would advocate the Health Promotion Programme to decision makers in the community;

Programme : A detailed description of the programme, including concrete activities that you propose. (This is probably best detailed in a table). This is

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionxii

the main focus of the assignment, so see that you give a clear indication of how the programme will be implemented; that is, you should outline the actual activities that will be undertaken;

Evaluation : A brief outline of how you intend to evaluate the plan. Please use both a qualitative and quantitative approach;

Conclusion .

Note: you can include advocacy activities and evaluation indicators in your table if appropriate, but a separate description is also required explaining why they are part of the programme, and how Nomhle would go about including them.

As you develop your plan, consider these issues: This is a Health Promotion plan not a health care package, so keep to

aspects that are about promoting health, and preventing diarrhoea, not health services or treatment.

Inevitably this will require addressing the broader determinants of health and so involve other social sectors.

Remember also that the heads of the health department may resist the intersectoral approach of the plan if they are more used to treatment, care or a Health Education approach. You would need to explain why you are including other sectors, and how you will motivate for their involvement. Importantly, you will need to show how you will include communities in your Health Promotion plan. Although you may discuss the timing of the plan in the course of presenting it, you do not have to list resources, or develop a budget or a timeline.

Note: the initial descriptive section, i.e. introduction, context, vision and motivation should, in combination, be no more than 1/3 of the assignment. The main focus is on the aims and objectives, methods and action plans.

What kind of text must you write for the proposal?The proposal should be structured with sub-headings. You should cite references correctly using the Harvard Method. (See the Academic Handbook for relevant information on how to reference correctly). However, remember it is not an essay. It is a proposal, and so it needs to be written in a practical way, as would be appropriate for managers, rather than academics. So while you will need to include some references, it does not require a literature review.

How you will be marked

Use these assessment criteria to clarify how the assignment will be marked and where to lay the emphasis in your assignment. You can also use these criteria to check that you have covered all that is required for the assessment.

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionxiii

 Marking criteria and mark allocation for Assignment 2

Marks

i) Introduction, including rationale for the plan, and situation analysis/context description

5

ii) Motivation for the programme: vision and clear, realistic objectives, relevant for the particular population or setting

10

iii) Realistic strategies and methods, based on the objectives, and including advocacy strategy and evaluation

20

iv) Application of the Ottawa Charter throughout the proposal

15

v) General approach to the development of the Plan, i.e. the structure, the level of argument made, appropriate presentation of information, inclusion of all required parts of the proposal

5

vi) Layout and referencing 5

TOTAL 60

ADDITIONAL READINGS

In addition to Nomhle’s case study, there are already readings in the module that relate to diarrhoea. These include the article by Ehiri and Prowse (1999) referenced in Unit 1, and an optional article by Xu et al. (2000) on a Health Promoting Schools initiative on worms in Unit 5.

It is also worth reading the newspaper extract by Anso Thom, a journalist from Cape Town, included among your readings and added as an optional reading in Unit 6. (Thom, A. (2010). Deathly effects of no toilets. Health-e News Service. 10.06.2010). You can also access this resource on internet, via a search on the Health-e News Service website.

Internet Resource

Thom, A. (2010) Deathly effects of no toiletswww.health-e.org.za/

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionxiv

This is a good example of how a local issue can be raised by the media as part of an advocacy campaign. It is also useful as it provides a personal insight into the concerns of local people that is very direct and therefore more powerful and emotive - something that newspaper articles can achieve very effectively. Of course newspaper articles can sensationalise issues and work against the interests of the community, or the professionals endeavoring to promote health. Therefore they need to be used with care. See whether you think the approach in this article is useful or not, and draw from it for your plan if you would like to.

Finally, we have included two case studies developed by SOPH, that relate to diarrhoea and sanitation. One of the case studies, “More Than a Clinical Intervention: A Health Promotion Intervention to Address Worms in Primary School Children in Khayelitsha, South Africa.” , is particularly useful as it considers the role of the Ottawa Charter in a Health Promoting Schools initiative. We have included it in Unit 6, so you will have read it before you commence your assignment. The second, which is not a module Reading, “Addressing Diarrhoea through Public Health Action: The Case of an Informal Settlement in Sub-Saharan Africa”, looks at the severity of diarrhoea as a problem, and a planning cycle used as the basis of an intervention.

Both of these are included in the DVD, and while they are not directly related to the assignment, they will provide a useful insight into the issues.

These are also available online as Open Education Resource materials. You may wish to look for them and others on the SOPH website at http:///www.uwc.ac.za/publichealth, Open Education Resources (or OER’s).

Remember though, that these are included as examples only. We will be looking for the originality of your own work, which can be informed by, but not use, the examples in these cases.

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionxv

3.6 ASSIGNMENT COVER SHEET

School of Public Health – University of the Western Cape

An Assignment Cover Sheet must be attached to every assignment. Please fill in all details clearly and cut and paste or staple this form to the front of your assignment. Alternatively, please fax it as the first page of your assignment.Full name: __________________________________________________________

Address: _________________________________________________________

Postal code: _________________________________________________________

Student number:

Module name:Health Promotion for Public Health II

Module code: SPH715

Module Convenor:

If faxed, state the total number of pages sent including this page: _________________

Assignment topic as stated in the Module Guide

_____________________________________________________________________

Student’s comments to tutor

_____________________________________________________________________

_____________________________________________________________________

Declaration by student

I understand what plagiarism is. This assignment is my own work, and all sources of information

have been acknowledged. I have taken care to cite/reference all sources as set out in the SOPH

Academic Handbook.

Signed by the student:___________________________________________________

The tutor’s comments are on the reverse of this form

-------------------------------------------------------------------------------------------------------------------------------

Office UseDate

receivedAssessment/Grade Tutor Recorded &

dispatched

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionxvi

4 DEVELOPING A WORK PLAN

It is estimated that a 15 credit module like this one requires approximately 150 hours of student work. This translates into approximately 7 - 8 hours per week per module. This is a time-demanding module, and requires consistent work. We suggest that you set your own targets for completing the study sessions using the table below. Take into account that Draft Assignments must be submitted not less than two weeks before the final deadline. Guidelines for time management are provided in the SOPH Academic Handbook.

You are expected to work consistently and regularly through the sessions, but it is a good strategy to prepare for the assignment as you work through them.

The table presents a week-by-week work plan for the semester. Identify the period you have to complete Assignments 1 and 2 and their drafts. You probably also have a second module running concurrently. One way to manage two modules at the same time is to study one module from Monday to Wednesday, and the other from Thursday to Saturday. Educationally this is positive because the two modules should complement each other.

Once you have worked out a plan, put a copy of it in an obvious place, e.g. above your work table, and refer to it daily, adjusting it if you slip behind or race ahead!

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionxvii

WORK PLAN FOR HEALTH PROMOTION FOR PUBLIC HEALTH II AND A SECOND MODULE

Insert the dates for drafts and finals of Assignments 1 and 2 as well as target dates for completing Study Sessions.

WEEK

MONTH YOUR WORK PLAN FOR

HEALTH PROMOTION FOR PUBLIC HEALTH II

YOUR WORK PLAN FOR

…………………………………………….

1

2

3

4

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SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionxviii

5 STRATEGIES TO ASSIST YOU AS A DISTANCE LEARNING

STUDENT

This module requires you to read all the papers and chapters provided, so try to do so actively. If you do not study them in depth as you proceed through the unit, you will end up feeling overwhelmed.

If you are not a confident reader, you may want to revise your active reading strategies: previewing and mind-mapping or making graphic representations. They are detailed in the Academic Handbook which you received. Both strategies aim to help you to read with understanding. We refer you to a paper on making graphic representations or mind maps as you read. This can be a very helpful process in staying actively engaged while you read, and taking selective notes for revision purposes.

Two strategies for effective reading: previewing and making graphic representations

Here are two strategies that can be helpful making you a more effective reader.

Previewing

Previewing is a process that leads to what could be called intelligent or strategic reading. Preview your readings by following these steps. Try not to take more than ten minutes in the process.

Explore the text for clues about what is covered and the author’s point of view. Look for the authors’ names, clues to the purpose of the chapter, the date of publication, the place where it was published. What do these features suggest to you? Remember that you should be critically aware that not everything you read is going to be helpful: it may be biased or confined to a specific perspective, irrelevant to your context or out of date. So previewing is also about being selective about what you read.

Scan through the text looking closely at the advance organisers. These are the text features which structure the text. They include contents pages, headings, diagrams, sub-headings, bulleted lists, summaries, photos and captions.

Skim-read the first and last paragraphs of the whole text, or of the different sections. This may seem strange to you, but it gives you an idea of the content because introductions and conclusions are written to orientate the reader.

By getting an overview of the contents of the text, you create a mental picture of what lies ahead. Experts on reading tell us that this gives you confidence as a reader, enables you to speed up and therefore allows less

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionxix

distraction; it enables you to skip over difficult terminology or phrases as well as parts of the text which seem less important for your purpose.

Now think of a few things that you already know about this topic. This is important – it creates hooks for you to hang new information on, and it prepares your mind to be receptive to this topic. This is called creating a schema or mental picture to which you can add new information.

Finally jot down two questions that you are going to bear in mind while you read the text. The questions may be suggested by the assignment or the text, or your own curiosity. The questions should serve your needs as a reader. At this stage, you may not be sure whether the text will answer the questions, but reading with questions in mind helps you to read actively. They give you purpose as you search for specific information; you can maybe jot down notes on these two topics too. Even if you have no desire to read the text, you need to create a purpose for yourself to read it.

Making graphic representations or mind maps

Some of you will have read this paper before, and may be familiar with making graphic representations. The reading by Jones, Pierce and Hunter (1989) introduces the method to you. It is a process of making a mind-map, but a more complex one, where you try to understand the structure of the reading in advance, and then select the most important points for your diagram. The advantage is that all the information is contained on a single page. Try it – it can be a very helpful academic strategy. These notes and diagrams could be written into your Assignment Notebook.

Keep the requirements of your assignment in mind as you work through the module and note any parts that will be relevant to it. We hope you enjoy the module!

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionxx

READING

Jones, B., Pierce, J. & Hunter, B. (1989). Teaching students to represent graphic constructions. Educational Leadership. Dec 1988/Jan 1989: 20-25.

READINGS – Health Promotion for Public Health II

For referencing, use the original publication details noted under Reference Details below. Copyright is obtained for the use of all these readings on an annual basis.

Reference DetailsBaum, F. (2008). Ch 24 - Healthy Public Policy. In The New Public Health. Melbourne: Oxford University Press: 544-573.

Baum, F. (2008). The Commission on the Social Determinants of Health: Re-inventing Health Promotion for the 21st Century? Critical Public Health 18(4): 457-466.

Baum, F. (2008). The New Public Health. (Third Edition). Melbourne, OUP: 525,526.

Bennett, P. & Murphy, S. (1997). Ch 6 – Attitude and Communication Theories. In Psychology and Health Promotion. Milton Keynes: Open University Press: 98-112.

Campbell, C. & MacPhail, C. (2002). Peer Education, Gender and the Development of Critical Consciousness: Participatory HIV Prevention by South African youth. Social Science & Medicine, 55: 331 – 345.

Downie, R.A.S., Tannahil, C. & Tannahill, D. (1996) Health Promotion Models and Values. Oxford Medical Publications: 119 - 138

Ehiri, J. & Prowse, J. (1999). Child Health Promotion in Developing Countries: the Case for Integration of Environmental and Social Interventions? Health Policy and Planning, 14 (1): 1 - 10

Finnegan, J. & Viswanath, K. (1999). Mass Media and Health Promotion: Lessons Learned, with Implications for Public Health Campaigns. In N. Bracht. Health Promotion at the Community Level 2. California: Sage Publications: 119-126.

Galea, G. et al (2000) Healthy Islands in the Western Pacific – International Settings Development, Health Promotion International, 15(2):169-178. (Optional)

Glanz, K. (2005). Theory at a Glance: A Guide to Health Promotion Practice. 2nd edition. 131 - 190 [Online] Available: http://www.cancer.gov/cancertopics/cancerlibrary/theory.pdf[Downloaded 12/10/12]. 32 pages.

Gryboski, K., Yinger,N.J., Dios,R.J., Worley, H., & Fikree, F.F. (2006) Working With the Community for Improved Health, Health Bulletin 3. Washington, DC: Population Reference Bureau: 1 – 23.

Harris, E. et al (1995). Part 2, Intersectoral Action for Health. In Working Together: Intersectoral Action for Health. Canberra: Commonwealth

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionxxi

Department of Human Services and Health: 22-45. http://www.who.int/healthpromotion/conferences/previous/ottawa/en/print.html [ Downloaded 12/10/11]. pages 22 -45.

Hubley, J. & Tilford, S. (2009). Ch 6 - Health Promotion. In J. Walley and J. Wright. Public Health: An Action Guide to Improving Health. Oxford University Press: 115 – 137.

IUHPE. (2008). Statements: Shaping the Future of Health Promotion: Priorities for Action. Health Promotion International, 23 (1): 98-102.

Johnson, A. & Baum, F. (2001). Health Promoting Hospital: a Typology of Different Organisational Approaches to Health Promotion. Health Promotion International. 16(3): 281-287.

Jones, L., Katz, J., & Sidell, M. (2000) Planning Health Promotion Interventions, Ch 15 in J. Katz, A. Peberdy, & J. Douglas. Promoting Health, Knowledge and Practice, second edition. Basingstoke: Palgrave in association with OU: 347-361.

Laverack, G. & Labonte, R. (2000). A Planning Framework for Community Empowerment Goals within Health Promotion. Health Policy and Planning. 15(3): 255-262.

McQueen, D. (2001). Strengthening the Evidence Base for Health Promotion, Health Promotion International, 16(3): 261-268.

Mitchell, K., Nakamanya, S., Kamali, A. & Whitworth, J.A.G. (2001). Community-based HIV/AIDS Education in Rural Uganda: which Channel is most Effective? Health Education Research. 16(4): 411-423.

Naidoo, J. & Wills, J. (2000). Ch 11 – Strategies and Methods. Health Promotion: Foundations for Practice. London: Bailliere Tindall: 226-231.

Nutbeam, D. (1998). Health Promotion Glossary. Health Promotion International, 13(4): 349-364.

Nutbeam, D. (2008). What would the Ottawa Charter Look Like if it was Written Today? Critical Public Health, 18(4): 435 – 441.

Raphael, D. (2000). The Question of Evidence in Health Promotion, Health Promotion International, 15(4): 355-367.

Sanders, D., Stern, R., Struthers, P., Ngulube, T.J. & Onya, H. (2008). What is Needed for HP in Africa: Band-aid, Live-aid or Real Change? Critical Public Health 18 (4): 509-518.

Schaay, N. and Osborne, K. (2000). An Introduction to Advocacy. The POLICY Project, South Africa. [10 pages]

Smith B.J., Tang, K.C. & Nutbeam, D. (2006). WHO Health Promotion Glossary: New Terms, Health Promotion International, 21 (4): 340 – 345.

SOPH. (2012). Case Study of Nomhle, the District Health Promotion Manager

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionxxii

in the Mfula District. Bellville: School of Public Health, UWC. [7 pages].

SOPH. (2012). More Than a Clinical Intervention: A Health Promotion Intervention to Address Worms in Primary School Children in Khayelitsha, South Africa: 1- 33.

Springett, J. (2001) Appropriate Approaches to the Evaluation of Health Promotion. Critical Public Health, 11(2): 139 – 151. (Optional)

Stern, R. & Green, J. (2005) Boundary Workers and the Management of Frustration: A Case Study of Two Healthy City Partnerships. Health Promotion International: 20 (3): 269 – 276. (Optional)

Tannahill, A. (2008). Beyond Evidence – to Ethics: A Decision-Making Framework for Health Promotion, Public Health and Health Improvement. Health Promotion International, 23 (4): 380-390.

Territory Health Services. (1999). The Public Health Bush Book. Government Printer of the Northern Territory for Territory Health Services, Darwin, Australia: 4.42-4.56. (Optional)

Thom, A. (2010). Deathly Effects of No Toilets. Health-e News. [2 pages]. (Optional)

Tones, K. & Tilford, S. (2001). Ch 4 - Settings and Strategies. In Health Promotion: Effectiveness, Efficiency and Equity. UK: Nelson Thornes: 200–205; 209-210.

WHO (1986). Ottawa Charter for Health Promotion: First International Conference on Health Promotion, Ottawa, 21 November 1986. [Online] Available: http://www.who.int/hpr/NPH/docs/ottawa_charter_hp.pdf

[Downloaded 17/01/12]. 4 pages.

WHO (1998) Health Promotion Evaluation. Recommendations to Policy Makers. Report of the WHO European Working Group on Health Promotion Evaluation. Copenhagen: WHO: [7 pages].

WHO (August, 2005). The Bangkok Charter for Health Promotion in a Globalized world. [Online]. Available: http://www.who.int/healthpromotion/conferences/6gchp/bangkok_charter/en/index.html [Downloaded 13/05/11]: [8 pages].

WHO (Spring 1991).A Call for Action: Promoting Health in Developing Countries. Health Education Quarterly, 18(1): 5 – 15.

Wiggers, J. & Sanson-Fisher, R. (1998). Ch 8 - Evidence Based Health Promotion. In. S. Scott & R. Weston (Eds). Evaluating Health Promotion. Cheltenham UK: Nelson Thornes Publishers: 127-145.

Wise, M. & Jha, S. (2001). Future Challenges: Reflections on the XVIIth World Conference on Health Promotion and Health Education. IUPE –

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionxxiii

Promotion and Education. Supplement (2): 3 pages.

Xu, L., Pan, B., Lin,J., Chen, L., Yu, S., & Jones, J. (2000) Creating Health-Promoting Schools in Rural China: a Project Started from Deworming, Health Promotion International, 15(3): 197–206. (Optional)

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionxxiv

STUDY SESSIONS

UNIT 1 OVERVIEW OF HEALTH PROMOTION 1

Session 1 A context for Health Promotion 3Session 2 Global strategies for Health Promotion 17Session 3 Current Reflections about Health Promotion 33

UNIT 2 HEALTH PROMOTION IN PRACTICE: WORKING WITH THE OTTAWA CHARTER

41

Session 1 Roles and Competencies of a Health Promoter 43Session 2 The Ottawa Charter Action Areas 49

UNIT 3 PLANNING IN HEALTH PROMOTION 57

Session 1 Planning a Health Promotion Intervention 61Session 2 Issues in Evaluation and Participatory Planning 69

UNIT 4 METHODS AND APPROACHES: TARGETING INDIVIDUALS AND COMMUNITIES

81

Session 1 How People Make Decisions about their Health and How Behaviours can be Changed

83

Session 2 Approaches and Methods for Implementing Health Promotion Interventions

99

UNIT 5 WORKING TOGETHER FOR HEALTH 109

Session 1 Intersectoral Collaboration 111Session 2 Adopting a Settings Approach 121

UNIT 6 VALUES AND CHALLENGES IN HEALTH PROMOTIONValues and Challenges in Health Promotion

129

131

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionxxv

SOPH, UWC, Master of Public Health: Health Promotion for Public Health II – Module Introductionxxvi